Dynamic Assessment – Discussion Post
- Can you hypothesize factors that can deter SLPs from utilizing dynamic assessment techniques?
The dynamic assessment technique has been established as an appropriate alternative to the traditional standardized method of testing and assessment (Goldstein, 2012). Due to its responsiveness to various situations, the approach is most preferred by speech-language pathologists to evaluate children’s ability to learn a particular language. Ideally, the method has been occasionally successful even though there are isolated circumstances when speech-language pathologists have found the technique to be inapplicable. This discussion, therefore, gives some of the areas where the application of the method has been limited and provides the reasons to account for the inadequacy.
Every language has various aspects that an individual ought to master to become fluent and competent in them. A person can only be said to be efficient in a particular language if they can demonstrate the respective grammar, pragmatics, and semantics. Unfortunately, the dynamic assessment focuses on a single aspect, mostly sound, on time. Its test-teach-retest approach can only be used to assess one of the aspects, but the potential to learn a single element does not translate to the understanding of the language. Speech-language pathologists would, therefore, find it inappropriate to use the technique when they want to assess the potential of a person to learn the entire language (Genesee, 2006).
Despite the fact that dynamic assessment is not dependent on the intellectual ability of an individual, it can be significantly affected by other factors such as hearing deficiencies and social factors. In a group of five individuals, with some of them having hearing challenges, a speech-language pathologist might find it unnecessary to use dynamic assessment (Genesee et al., 2006). Within such circumstances, the technique might fail to provide the most accurate feedback from the evaluation. Equally, in a socially diverse context, the method might not be useful as it takes no account of the differences.
Despite the fact that dynamic assessment is not dependent on the intellectual ability of an individual, it can be significantly affected by other factors such as hearing deficiencies and social factors. In a group of five individuals, with some of them having hearing challenges, a speech-language pathologist might find it unnecessary to use dynamic assessment (Genesee et al., 2006). Within such circumstances, the technique might fail to provide the most accurate feedback from the evaluation. Equally, in a socially diverse context, the method might not be useful as it takes no account of the differences.
Despite the fact that dynamic assessment is not dependent on the intellectual ability of an individual, it can be significantly affected by other factors such as hearing deficiencies and social factors. In a group of five individuals, with some of them having hearing challenges, a speech-language pathologist might find it unnecessary to use dynamic assessment (Genesee et al., 2006). Within such circumstances, the technique might fail to provide the most accurate feedback from the evaluation. Equally, in a socially diverse context, the method might not be useful as it takes no account of the differences.